Formation of digital competence of students (Considering the Use of AI Tools)

Abstract

The aim of the article is to identify the components of digital competence of students to highlight important aspects of its full formation. To achieve this goal, general scientific research methods such as analysis of literary sources and nationwide studies, generalization, and systematization of information were used to evaluate the existing advantages and challenges accompanying the implementation of digital technologies, including those based on generative artificial intelligence. The components of students’ digital competence were identified and characterized: cognitive (knowledge-based), which reflects the user’s ability to search for and create information; understanding the features of digital devices and technologies, particularly AI-based tools; praxeological (activity-based), which reflects the user’s ability to find, organize, process, and reproduce the necessary information; axiological (value-ethical), which represents the user’s conscious attitude towards digital technologies, their ability to assess risks and challenges, and adherence to generally accepted norms when using digital tools, including AI-based tools. Risks and negative trends that need to be considered to ensure fair and safe use of AI in education are also highlighted. It is noted that the main problem lies in the uneven development of the components of digital competence. Therefore, it is emphasized that for the effective formation and development of students’ digital competence, these components must be formed and developed simultaneously in an inseparable connection in a practice-oriented digital environment. The conclusions state that the implementation of digital technologies in education today means not only the use of various online tools but also their conscious and correct use. Therefore, for the effective formation of digital competence in students during education, equal attention should be given to the defined components of digital competence.